370 APPENDIX 



The child thus becomes the determining factor at every 

 step of the way. It is upon what he can furnish as a basis of 

 interpretation that the teacher must depend. In making his 

 assignments in arithmetic, then, the teacher will see to it that 

 the child always finds himself in these assignments. 



Some members of the class may be assigned special prob- 

 lems more or less closely related to the principle in question. 

 The following are suggested: (1) On October 6, 1907, hogs 

 were quoted in the Chicago market at $6.60 a hundred; they 

 showed an average daily decline of 7 cents a hundred between 

 October 6 and November 25; what was the quotation on 

 November 25 ? (2) What per cent, of the original price was 

 the decline ? (3) I found the length of a fence around a lot 

 to be four miles, 100 rods, and 4 yards; counting each step 

 that I took in measuring the fence 27 inches, how many steps 

 did I take ? (4) From November 15 to November 30, John's 

 cow gave 63 gallons and 3 quarts of milk; what was the daily 

 average ? (5) If a pint of milk weighs a pound, how many 

 pounds of milk does John's cow give in a day ? (6) Is the 

 quantity of milk John's cow gives above or below the average 

 for a good cow ? Base your answer upon actual data. (See 

 Bulletin No. 127, Indiana Experiment Station.) 



For the class in percentage the following problems are sug- 

 gested as a type for supplementary work: (1) If a farmer in 

 Alabama increased his acreage yield of sweet potatoes from 

 35 bushels to 250 bushels, what was the per cent, of increase ? 

 (2) In a space for a shock of corn 12 by 12 hills there are 

 420 stalks of corn; 21 stalks had no corn in them — i. e., they 

 were sterile; what per cent, of the stalks yielded corn ? (3) 

 With a loss of 10 per cent, from sterile stalks the yield is 63 

 bushels per acre; what would the yield have been with no 



